ERIC ED358249: Teach Them to Use It So They Don't Lose It.
Publication date 1992
Topics ERIC Archive, Adult Education, Adult Literacy, Curriculum Guides, Food Service, Functional Literacy, Health Occupations, Hospitality Occupations, Housekeepers, Inservice Teacher Education, Machinists, Reading Comprehension, Reading Skills, Tutors, Vocabulary, Workplace Literacy
Developed as part of a project to upgrade the workplace vocabulary and comprehension skills of Pennsylvania workers in light industry, health, hotel and hospitality, and food service occupations, this document consists of four parts: a project report, a trainer's manual, a tutor handbook, and assessment report/resource packet. The project report explains the development of materials to train tutors in the use of functional context methodology for workplace literacy. The trainer's manual discusses the design of training workshops and presents the contents of the tutor handbook with notes to the trainer added in the left margin. The tutor handbook consists of an overview, instruction for tutors on how they can increase workers' vocabulary, and instruction on how they can help increase workers' reading comprehension. The section on how to build vocabulary is organized around the following questions tutors should ask themselves: What words does the student know? What words does the student know that have workplace-specific meanings the student needs to learn? and What words does the student not know at all? The section on how to improve comprehension is organized around the following questions: What does the student already know about the material? Can the student answer literal questions that are answered directly in the printed material? Can the student restate the material in his or her own words? and Can the student combine what he/she already knows with new information gained from the reading and apply it to a workplace situation? Both sections include printed text examples from the workplace that have been used with students. The fourth part of the document describes the study that identified the vocabulary, reading comprehension, schematics, math, writing, critical thinking, speaking, and listening skills needed by those who hold any of 29 second-level jobs in 5 occupational areas in Pennsylvania. The conduct of a literacy task analysis upon which the instructional materials were based is discussed. Seven appendices contain: (1) a list of businesses in the study and sample letters contacting and thanking employers; (2) a list of occupational areas, job titles, and employers involved; (3) copies of data collection forms; (4) lists of instructional techniques, a materials bibliography, and sample classroom materials; (5) a list of vocabulary, comprehension, schematics, critical thinking, writing, math, speaking and listening tasks specific to each occupational area; (6) a list of vocabulary, comprehension, schematics, critical thinking, writing, math, speaking and listening tasks common to occupational areas and to specific jobs; (7) list of skills specific to each job; and (8) list of skills needed for entry-level positions. (CML)
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